Children's concepts of gears and their promotion through play     

Timo Reuter  Miriam Leuchter 《科学教学研究杂志》2021,58(1):69-94

The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (d_TD = 0.337, d_TS = 0.758) than in the free play group (d_TD = 0.224, d_TS = 0.158).  相似文献   

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways     

Hyungshim Jang  Marc Halusic 《Journal of Experimental Education》2016,84(4):686-701

We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that “teaching in students' preferred ways” represents a way of teaching that increases students' autonomy, engagement, and conceptual learning.  相似文献   

孤石花岗岩残积土层中挖孔桩设计评述与改进   总被引：1，自引：0，他引：1  

彭尧 《福建工程学院学报》2003,1(2):62-65

在肯定人工挖孔桩的技术性能、尤其是在阐明含孤石花岗岩残积土层中独特优点的基础上，重点论述适当扩底、合理配筋与简化柱下单桩基础桩帽设计，在保证安全的前提下带来的经济效益。  相似文献   

What is meant by inclusion? An analysis of European and North American journal articles with high impact     

Claes Nilholm  Kerstin Göransson 《欧洲特需教育杂志》2017,32(3):437-451

The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is used. The 30 most cited journal articles from a North American and a European research arena were selected for analysis. Each article was analysed in relation to genre, theoretical tradition and inclusion concept used. The review yielded several important results. To name a few, a divide was identified between position articles, with developed discussions about and analyses of the meaning of inclusion, and empirical articles, where inclusion signifies that children with disabilities are placed in the mainstream. In addition, writing within a critical theoretical tradition was much more common among positional papers. Further, both arenas are dominated by Anglo-Saxon researchers. It is argued that the conceptual confusion characterising the field impedes its development.  相似文献   

论国民经济管理学课的必要性     

唐家孝 《山西财经大学学报(高等教育版)》2000,(3):46-48

章从国民经济管理学课在财经类本（专）科各专业课程设置中缺位的现实出发,分析了理论上的原因,并从培养对象的知识结构、素质要求等视角、论述了设置该课程的必要性。  相似文献   

概念隐喻研究综述     

陈文萃  曾燕波 《衡阳师范学院学报》2003,24(4):118-121

1980年莱考夫和约翰逊两人合著的《我们赖以生存的隐喻》一书，提出了一种迥然有别的隐喻知现——概念隐喻。从概念隐喻的理论、其所属范畴、哲学基础以及运用等方面对其内涵加以探讨，可以使人们进一步确信：隐喻作为一种认知现象，对人类思维方式、语言使用等方面的影响是极其广泛而深刻的。  相似文献   

第三代中央领导集体解决民族地区发展问题的现实依据     

刘纪年  李立月 《沙洋师范高等专科学校学报》2004,5(4):16-18

2 1世纪的民族问题 ,归根到底是少数民族和民族地区怎样实现现代化的问题。江泽民在党的十六大上提出了全面建设小康社会的奋斗目标 ,这个小康必然包括民族地区的小康。然而民族地区发展水平低 ,发展能力不强 ,还处在社会主义初级阶段的最低层 ,加快民族地区发展成了当务之急。第三代领导集体为实现民族地区的发展进行了现实性探索和研究  相似文献   

17世纪的射影几何为什么没有发展成一门学科     

谢明初 《培训与研究》1994,(4)

射影几何是17世纪数学的最伟大的发现之一。可是与同时代兴起的其它学科相比,它的出现只不过是昙花一现:当笛沙格做出开创性的工作,它再也没有取得什么进展了,并且到这一世纪末,对它的研究已经消失。为什么射影几何在当时的历史背景下没有发展成一门独立的学科,本文对此力求做出一种科学的解释。  相似文献   

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts   总被引：2，自引：0，他引：2  

Tacettin PinarbaŞi;  NurtaÇ Canpolat  Samih BayrakÇeken  Ömer Geban 《Research in Science Education》2006,36(4):313-335

This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.  相似文献   

Components of Conceptual Ecologies   总被引：1，自引：0，他引：1  

Hyun Ju Park 《Research in Science Education》2007,37(2):217-237

The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science. This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments, and their examinations and answers in class. The analysis presented will here include only those components that were represented in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual ecologies through its definition of the categories and themes associated with those components. In examining across the range of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual ecologies.  相似文献